Useful consultations and methodological recommendations for preschool teachers in the main areas of educational and educational work. All aspects of organizing the continuous pedagogical process in all its diversity. Modern pedagogical methods recommended for use in children's groups. Specific experience in implementing these methods, guided by the requirements of the Federal State Educational Standard for Education and in accordance with common sense. Recommendations for using a wide range of teaching materials and visual aids.

For you - our large “methodological piggy bank”.

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Consultation for educators “Person-centered approach in educating preschool children” “One is born an individual. They become a person. Individuality is defended" In the process of child development, two general lines can be roughly distinguished: socialization and individualization. The first of them, socialization, is associated with the assimilation by a growing person of socially approved ideals...

Consultation for educators “Formation of ethnocultural competence in preschool children” Ethnocultural awareness is not just an idea of ​​the history and culture of other nations and nationalities, it is the recognition of ethnocultural diversity as a norm determined by the very nature of human existence. Preschool age, as is known, is characterized by intense...

Consultations for educators - Consultation “Adaptation of children to kindergarten”

Publication “Consultation “Children’s Adaptation to Childhood...” Entering kindergarten is associated with significant changes in the child’s entire lifestyle. He needs, having separated for a while from his family, to come into contact with previously unfamiliar adults, with peers who have never met him in such numbers before. He must...

Image library "MAAM-pictures"

Consultation “Plasticineography for children - creativity and development” Plasticineography for children - creativity and development Plasticineography (or plasticine painting) is a new interesting technique for working with plasticine to create three-dimensional paintings. It is accessible even to the youngest children, which makes it increasingly popular. The benefits of plasticine...

Consultation “Shyness” More than half of the world's inhabitants experience communication difficulties. This was confirmed by studies conducted by American psychologists. They found that as a result of the use of gadgets and virtual communication on the Internet, the number of people complaining of communication problems has increased...

Consultation "World of Toys" for the younger group Educator of State Budgetary Educational Institution Lyceum No. 373, structural unit of ODO of the Moskovsky district of St. Petersburg Bundzyak K.V. In preschool age, play is the leading activity of children. The child spends a lot of time playing. It causes significant changes in his psyche. The most famous in our...

Consultations for educators - Consultation “Musical education in kindergarten”

"Musical education in kindergarten." The goal of music education in kindergarten is to educate a noble person through the influence of musical art - the formation of interests, needs, abilities, and an aesthetic attitude towards music. The tasks of the musical...

Consultation “How to do homework with your child without stress?” Lessons without stress: 10 golden rules Rule No. 1. Find out the reason If you can’t get your child to sit down for homework, he comes up with endless excuses or deliberately stalls for time so as not to sit down to study, be sure to find out what the reason is. It is important to understand that it is spreading...

In connection with the modernization of education, today the problem of professionalism and competence of employees of preschool institutions is of particular importance. The improvement of pedagogical skills, the development of personality, and its creativity are facilitated by various forms of methodological work, which contribute to the improvement of the work of teachers with children, the development of the most rational methods and techniques of their upbringing and training. The task of methodological work is not so much to correct errors in the activities of teachers, but, first of all, to provide timely and effective assistance to teachers.

Currently, many new interesting forms of methodological work are being used. But we cannot discount the old, proven ones. Traditional forms of methodological work remain relevant, which ensure a continuous process of improving the pedagogical skills of each teacher and have proven their effectiveness in practice. One of the common small forms of methodological work is consultation. Typically the consultation lasts 45 minutes. Consultations can be occasional, unscheduled or pre-planned. Unscheduled consultations arise on the initiative of both parties: both teachers and specialists responsible for methodological work. Consultations are divided into: individual and collective, informational and problem-based. Basic consultations are planned for a year, and changes and additions are made to the plan as necessary. When drawing up the annual plan of a preschool educational institution, each task is solved through consultation, through active methods of teaching teachers, through thematic testing and pedagogical council. This is precisely the sequence of events during the preparation of the pedagogical council. This sequence of methodological work allows us to more efficiently implement the annual task. Consultation is the first form of work in a holistic system of methodological support for preschool teachers, which helps eliminate shortcomings identified as a result of monitoring and prepare teachers for open events.

Consultations are characterized by a monologue form of presentation of information.

It is necessary to carefully prepare for each consultation. The quality of the material can only be ensured by a professionally competent specialist. Therefore, I believe that information consultation for teachers should meet the following requirements:

1. The content must be scientifically reliable, in accordance with the achievements of modern pedagogy, psychology and pedagogical practice.
2. The material must be logical and consistent, clearly presented.
   To do this, when preparing for a consultation, it is necessary to draw up a plan for presenting the material in advance. It is advisable to formulate the problems that will be considered during the consultation.
3. Provide a differentiated approach to the presentation of material, taking into account the experience of teachers, the age group of children, and the type of group.
   Plan separate consultations for teachers of groups of different ages and specializations: early childhood, speech therapy groups, full-time and short-term groups.
4. During the consultation process, it is necessary to specify advice and recommendations that should be realistically feasible, to ensure synchronicity in the study of the theoretical and practical aspects of each issue.
5. Consider the use of forms of active inclusion of teachers during the consultation.
   Active forms and methods of work should motivate the teacher to study the topic and ensure the consolidation and reproduction of the content of the consultation.
6. Select methodological literature on the problem, which teachers can subsequently become familiar with.

The methodological office should contain storage folders with consultation materials that teachers can use in their work.

During the consultation process, methods that activate teachers are widely used.

To increase efficiency, I suggest brainstorming first. This could be either terminological dictation, or the use of punched cards, or “pedagogical situations,” etc. Terminological dictation helps teachers quickly “immerse” themselves in the topic. Remember special terminology, clear definitions of certain concepts. Pedagogical crosswords and puzzles allow them to remember a term, broaden their horizons, improve reaction speed, thereby influencing the improvement of the educational process. I arrange the puzzles I have developed in different ways, in the form of: “Wonderful Ladders”, “Smart Square”. For this purpose, questionnaire tests are prepared in advance, which are immediately checked. If the teacher failed to complete the task, because... does not understand the concepts, then after consultation he has a second attempt to complete it. In a few minutes you can test the teacher’s knowledge using any method using punch cards. I offer educators several options for answering the question. He checks the correctness of the answer by applying multi-colored templates to the card. The effect of “brainstorming” is immediately visible to teachers.

“Pedagogical situations” played out by colleagues evoke a great emotional response. This allows you to see yourself, your activities from the outside and draw the right conclusions. When assessing the characters in the skit, teachers rely on their pedagogical and everyday experience, knowledge and intuition.

The next activating moment is practical tasks, such as drawing up graphic models of children’s motor activity, selecting visual material for a lexical topic. For example, “Table setting in different age groups” allows you to test the theoretical and practical knowledge of the teacher, how he develops cultural and hygienic skills in children and organizes the work of those on duty. Such tasks can be used at the beginning, in the middle and at the end of the consultation. After brainstorming, you can move on to the information part.

The consultation project also turned out to be interesting for teachers. For example, when conducting a consultation on “Spiritual and moral education of preschool children,” a search method was used. The problem “Prospects for the spiritual and moral education of children” was formulated. The teachers put forward different hypotheses:

Spiritual and moral education is carried out through the active use in educational work:

• vibrant folk traditions and values;
• vivid facts of Russia's historical past;
• targeted use of the musical repertoire;
• additional education (the “Grains” circle);
• methods and techniques aimed at spiritual and moral education;
• providing pedagogical support to families.

During the consultation, educators identified the components of spiritual and moral education that form the basis of a person’s culture: moral, aesthetic, religious. And we outlined ways and means to solve the problem:

1. Develop a system of interaction between the kindergarten for the spiritual and moral education of children and various organizations - museum, library, school, church;
2. Consider the pedagogical support of the family in matters of spiritual and moral education of children: plan various forms of work with the family, conduct a survey of parents in order to identify the parents’ attitude to the work of introducing children to historical, Orthodox, and folk traditions, conclude an agreement with parents who want their children attended a group to learn about the history and traditions of Russia.
3. Develop a thematic work plan taking into account the Orthodox calendar.

During the academic half-year, teachers had the opportunity to test their proposals and draw conclusions about the confirmation or refutation of their hypotheses. United by a common idea, teachers studied, analyzed their work, methods and techniques, and paid great attention to moral issues. The main task began to be considered the awakening in the child of the desire to become better, kinder, and to develop spiritual needs in him. As a result, most of the hypotheses were confirmed.

But often it is necessary to conduct consultations of a purely scientific or methodological nature. Then the form of consultation changes radically. When conducting such consultations, a preliminary study of the material and its use during the consultation is required. For example, when studying the documents “On the procedure for certification of teaching staff of state and municipal educational institutions,” it is more rational to provide each teacher with copies of these materials in order to analyze all points of the document, familiarize them with the rules and deadlines for certification, with the work procedure of the certification commission, and respond during the study document for any questions you may have.

Regularly organizing consultations based on studying methodological literature, I draw up a plan for the conversation in advance, think through questions in order to consider the topic being studied from all sides. I imagine what mistakes and difficulties teachers may experience. This form of consultation is called a heuristic conversation, for example, consultation on the topic “Organization of children's research activities.” Many experienced teachers noted that the child is constantly involved in research, so adults should help him in conducting children's research. To do this specifically and correctly, my teachers and I studied the articles of A.I. Savenkova “Children’s research as a method of teaching older preschoolers”, then invited everyone to answer the questions: “What is included in the full cycle of research activities?”, “What research topics can there be?”, “How are they designed?”, “List the “chain” research methods”, “What do these cards mean?”, “What are they for?”

How clear the methodology is became clear from the training session. Our difficulties were: the ability to see a problem, ask questions and put forward hypotheses. They noted that children have difficulty observing (“they look and don’t see”), the ability to draw conclusions and conclusions, structure material, prove and defend their ideas.

Great importance is attached to individual work with teachers on issues that arouse their greatest interest. I called these consultations “spot consultations.” They are carried out unscheduled and individually with each teacher on his problems and questions. To conduct such consultations, I try to involve experienced teachers and leaders of kindergarten methodological associations. These are consultations and conversations: “Your question is our answer.” I conduct consultations for young teachers: “How to use the materials of the teaching classroom?”, “Work on self-education,” “Planning educational work.”

After one of these consultations, the young teacher rethought the content of the consultation, briefly outlined it on a card - a reminder, and came to clarify some questions. I really liked this idea and now I often ask to make a brief recording of the contents of the consultation.

The consultation or part of the consultation may take the form of a discussion. This form is close to a conversation, as questions are proposed for discussion. A topic is chosen for discussion that causes controversy and requires a common decision.

A distinctive feature of a discussion is the presence of clashes between two or more opinions.

So the teachers discussed the topic: “Implementation of the individual educational trajectory of kindergarten students.” During the opening speech, the problem was identified: it is necessary to find methods, techniques, and forms of teaching preschoolers so that they ensure the development of each child in accordance with his individual characteristics. This problem has been discussed for many years, but a universal “recipe” for creating an individual educational trajectory has not been found. The purpose of our meeting was to search for a system of pedagogical support that is capable of quickly responding to obstacles that arise on the path of a child’s development, predicting their occurrence and implementing possible advances. Together we tried to find a solution to this problem. To do this, I suggested discussing general questions for discussion:

1. Have conditions been created at the preschool educational institution for the implementation of the individual educational trajectory of kindergarten students?
2. What difficulties exist in implementing an individual educational trajectory?
3. How can this problem be solved?
4. What is needed for this?
5. Name ways to implement an individually differentiated approach to learning.
6. How to organize the educational process to ensure the development of each child in accordance with his individual educational trajectory?
7. How to implement the principle of individualization of the development environment?
8. How to organize work with gifted children?
9. Is a “passport” necessary for accompanying a child?
10. What is the role of the teacher in the implementation of an individual educational trajectory?

During the discussion, a friendly atmosphere is important, where everyone has the right to their opinion. Arguments in defense of different opinions are listened to tactfully. Teachers discuss issues and suggest ways to solve them. Many people understand the importance of an individually differentiated approach to learning. It is active communication, discussion, and inclusion of everyone in the overall work that leads to better results.

Teachers highly appreciated the variety of methods and techniques used in consultations. The work done is yielding positive results. The choice of forms and methods of consultation depends on the topic, logic of presentation, and the experience of teachers. An interesting form of consultation should enrich and complement its content. Active forms of involving teachers in activities develop the ability to apply knowledge, skills and practical experience to carry out professional activities.

Each method and form of consultation is not universal. They are purely individual for each topic and group of preschool educational institutions.

Consultation for educators

“Organization of direct educational activities (NOD)

in accordance with the Federal State Educational Standard for Educational Institutions."

N direct educational activitiesimplemented throughorganization of various types of children's activities(game, motor, communicative, labor, cognitive - research, etc.)or their integration using a variety of forms and methods of work,the choice of which is carried out by teachers independently depending on the number of children, the level of mastery of the general education program of preschool education and the solution of specific educational problems.

According to the theory of L.S. Vygotsky and his followers, the processes of upbringing and teaching do not directly develop the child in themselves, but only when they have activity forms and have appropriate content.

The Federal State Educational Standard contains an indication of what types of activities can be considered acceptable forms of practice for a preschool child:

At an early age (1 year - 3 years) -subject activities and gameswith composite and dynamic toys; experimenting with materials and substances(sand, water, dough, etc.),communication with an adult and joint games with peers under the guidance of an adult, self-service and actions with household objects and tools(spoon, scoop, spatula, etc.)perception of the meaning of music, fairy tales, poems, looking at pictures, physical activity;

For preschool children (3 years - 7 years) - a range of activities such as gaming, including role-playing games, games with rules and other types of games,communicative(communication and interaction with adults and peers),educational and research(research of objects in the surrounding world and experimentation with them), as well asperception of fiction and folklore, self-care and basic household work(indoors and outdoors),designfrom various materials, including construction sets, modules, paper, natural and other materials, fine art (drawing, modeling, applique), musical (perception and understanding of the meaning of musical works, singing, musical rhythmic movements, playing children's musical instruments) and motor (mastery of basic movements) forms of child activity.

The development pattern of any type of activity is as follows: first it is carried out in joint activities with an adult, then in joint activities with peers and becomes an amateur activity.

The essential features of joint activities of adults and children are highlighted -the presence of a partner position of an adult and a partner form of organization(cooperation between adults and children, the possibility of free placement, movement and communication of children).

An essential feature of partnership activities between an adult and children is its openness towards the free independent activity of preschoolers themselves. At the same time, the adult’s partner activities are open to design in accordance with their (children’s) interests.

The teacher, based on the interests and play of the children, offers them activities that stimulate their cognitive activity.

By providing children with direct contact with people, materials, and real-life experiences, the teacher stimulates the child's intellectual development.

Thematic play centers give children the opportunity to independently choose materials and, accordingly, areas of knowledge. Various topics, large-scale tasks (projects) should also take into account the interests of children and can be associated with certain centers. The interior of the group shouldbe organized in such a way that children are provided with a sufficiently wide choice of centers and materials.

In a child-centred environment, children:

Make a choice;

They play actively;

Use materials that can be used for more than one purpose;

Everyone works together and takes care of each other;

They are responsible for their actions.

There must be mutual respect between teachers and children. Respect is a necessary element in the community that the kindergarten group is. Educators set the example of mutual understanding, respect and care for each other that they expect from children. The amount of respect children feel from others is a key factor in their development of self-esteem. And self-esteem, in turn, lays a strong foundation for positive relationships with other children.

When teachers show respect for each child in the group, children learn to accept all other children - those who run slowly, those who draw well, and even children with unusual or conflicting behavior.

When children see and feel that each of them is accepted and respected, they begin to feel comfortable and can behave freely and pursue their own interests.

Educators should realize that children, like adults, feel and notice the sincerity with which they are treated. Children should be praised for their work individually and sincerely, and interaction should be natural and relaxed.

Children embrace and respond to age-appropriate humor and fun. Adults should not be afraid that by laughing and joking with children they may lose control of order in the group. On the contrary, general fun only brings teachers closer to children, and the atmosphere of cooperation in the group is strengthened.

Features of organizing direct educational activities in the form of joint partnership activities between adults and children

The organization of direct educational activities in the form of joint partnership activities between an adult and children is associated with a significant restructuring of the teacher’s behavior style.

The partner position of the teacher presupposes the adoption of a democratic style of relations, and not the authoritarian one associated with the teacher’s position.

The easiest way to understand what it means to be a partner with children is to compare these two positions

Comparative characteristics of the characteristics of partner and teacher positions

The organization of direct educational activities in a partnership form requires an adult style of behavior, which can be expressed by the motto:

“We are included in the activity, not bound by obligatory relations, but only by desire and mutual agreement: we all want to do this.”

At different stages of direct educational activity, the partner position of the teacher is manifested in a special way

Manifestation of the teacher’s partner position at different stages of direct educational activities

Thus, the essential characteristics of organizing direct educational activities in the form of partnership activities between an adult and children are:

1. involvement of adults in activities on an equal basis with children;
2. voluntary participation of children in activities (without psychological and disciplinary coercion);
3. free communication and movement of children during direct educational activities (with appropriate organization of space);
4. open time end of direct educational activities (everyone works at their own pace)

At the very beginning of such organization of direct educational activities with children, it is necessary to immediately agree on general rules of conduct in the group:“If you don’t want to do this with us today (now), go about your business slowly, but don’t bother others.”

If the teacher correctly selects content for entertaining activities with preschoolers that corresponds to their interests, and is emotionally attuned to the proposed activity, the problem of children joining it simply does not arise.

When a teacher becomes a child’s partner, and therefore an equal participant in the overall work, the following changes result:

– style of behavior of an adult (from administrative-regulatory to relaxed-trusting);

– a workspace in which joint work takes place (from a separate place at the “teacher’s” table to a place at a common table next to the children);

– the teacher’s attitude to the performance of general work: from general management to participation in the implementation of a certain part of the work, etc.

When organizing direct educational activities in the form of joint partnership activities, the situation of children also changes.

1. Children can decide for themselves whether or not to participate in common work. But this is not the introduction of permissiveness and anarchy. The child has the opportunity to choose - to participate in this work or organize something else, do something else. This is freedom of choice between activities and their content, and not between activity and doing nothing.

2. The order and organization of joint activities are developed: free placement of children at a common table, their communication with other children during work and movement as needed. As the work progresses, children can turn to the teacher, approach him, discuss with him issues of interest to them related to the performance of work, receive the necessary help, advice, etc.

3. Children can work at different paces. Each child can determine the amount of work for himself: what he will do, but he will do it well and will complete the work he has begun. Children who finish work early can do what interests them. If the child did not cope with the work, he can continue it in the following days.

What an adult suggests a child do must be necessary and interesting. The meaningfulness of the activities proposed by adults for the child is the main guarantee of the developmental effect.

Direct motivation in preschool age is much stronger than broad social motives of behavior. Hence, the main principle of educational work with preschoolers (not to mention young children) should beprinciple of interest child.

In preschool age, immediate motivation is determined primarilyneed for new experiences.

The need for new experiences- This is a child’s basic need that arises in infancy and is the driving force of his development. At the next stages of development, this need is transformedin cognitive needvarious levels.

The organization of direct educational activities in the form of relaxed partnership between an adult and children does not mean chaos and arbitrariness either on the part of the teacher or on the part of the children. This form of activity (as well as traditional educational classes) is introduced into the daily and weekly routine of the kindergarten. For the teacher, these are mandatory and planned actions.

Children are involved in direct educational activities out of interest in the teacher’s proposals, out of a desire to be with their peers. Gradually, they develop the habit of a daily and weekly rhythm of “working” activities. Interest in the upcoming activity is reinforced by the logic of this type of activity in a certain time period, which is ensured by implementing the principle of eventfulness.

Children who did not take part in joint activities (within the framework of direct educational activities) are oriented towards effective independent activity. The results of joint and independent activities must be discussed and evaluated.

The results of productive independent activities, just like joint ones, must be brought to the stage of exhibition work.

At the same time, when solving the problems of developing children's independence, the products of independent activity must be evaluated more often and higher than the products of joint activity, drawing the attention of adults - “Look, the child did this himself!”

Such an organization of the educational process will contribute to the gradual formation in children of ideas about life in a kindergarten group, where time is allotted for business and an hour for fun.

Approximate forms of organizing direct educational activities

Based on the characteristic need for older preschoolers for self-affirmation and recognition from adults,The teacher provides conditions for the development of children's independence, initiative, and creativity.He constantly creates situations that encourage children to actively apply their knowledge and skills, sets more and more complex tasks for them, develops their will, supports the desire to overcome difficulties, bring the work they have started to the end, and aims to find new, creative solutions.

The teacher adheres to the following rules.There is no need to rush to the child’s aid at the first difficulty; it is more useful to encourage him to make an independent decision; if you cannot do without help, at first this help should be minimal: it is better to give advice, ask leading questions, and activate the child’s past experience. It is always necessary to provide children with the opportunity to independently solve assigned problems, to direct them to find several options for solving one problem, to support children’s initiative and creativity, to show children the growth of their achievements, to instill in them a feeling of joy and pride from successful independent, proactive actions.

The development of independence is facilitated by children mastering universal skills: setting a goal (or accepting it from a teacher), thinking about the path to achieving it, implementing one’s plan, evaluating the result from the position of the goal. The task of developing these skills is set by the teacher in different types of activities. At the same time, the teacher uses tools that help preschoolers to systematically and independently implement their plans: support diagrams, visual models, operational maps.

The teacher carefully monitors the development of independence of each child, makes adjustments to the tactics of his individual approach and gives appropriate advice to parents.

The highest form of independence for children is creation. The teacher’s task is to develop interest in creativity.This is facilitated by verbal creativity and the creation of creative situations in gaming, theatrical, artistic and visual activities, and in manual labor.

All these are mandatory elements of the lifestyle of older preschoolers in kindergarten. It is in exciting creative activities that a preschooler faces the problem of independently determining the plan, methods and forms of its implementation.

Older preschoolers are happy to respond to the offer to stage a play based on familiar fairy tales, prepare a concert for children, or invent and write down the stories they have invented in a “magic book”, and then design the cover and draw illustrations. Such homemade books become a source of love and pride for children. Together with the teacher, they reread their essays, discuss them, and come up with new continuations of the stories.

In the seventh year of lifeopportunities for the development of independent cognitive activity are expanded.Children have access to a variety of ways of cognition: observation and introspection, sensory examination of objects, logical operations (comparison, analysis, synthesis, classification), simple measurements, experimentation with natural and man-made objects.Memory capabilities are developing.Its volume and the ability to memorize information increase.

To memorize, children consciously resort to repetition, the use of grouping, drawing up a simple support plan that helps to recreate the sequence of events or actions, and visual and figurative means.

The developing cognitive activity of older preschoolers is supported by the entire atmosphere of life in the kindergarten group.

A mandatory element of the lifestyle in the senior and preparatory groups is the participation of children

In resolving problem situations,

In carrying out elementary experiments,

In organizing experimentation (with water, snow, air, sounds, light, magnets, magnifying glasses, etc.),

In educational games, puzzles, in the manufacture of homemade toys, simple mechanisms and models.

The teacher, by his example, encourages children to independently research answers to emerging questions: he pays attention to new, unusual features of the object, makes guesses, turns to children for help, and aims at experimentation, reasoning, guessing and testing them.

Objects constantly appear in the group that encourage preschoolers to demonstrate intellectual activity. This could be some kind of device, broken toys in need of repair, encrypted records, “parcels from space,” etc.

By solving the riddles contained in such objects, children experience the joy of discovery and knowledge. “Why is this happening?”, “What will happen if...”, “How to change this so that...”, “What can we make this out of?”, “Can we find another solution?”, “How should we find out about this? - such questions are constantly present in the teacher’s communication with older preschoolers.

The teacher especially emphasizes the role of the book as a source of new knowledge. He shows children how books can provide answers to the most interesting and complex questions. In “difficult” cases, the teacher specifically turns to books and, together with the children, finds solutions to problems in books. A well-illustrated book becomes a source of new interests for preschoolers and awakens in them the desire to master reading.

The main educational unit of the pedagogical process in the younger age group isdeveloping situation,that is, this form of joint activity between the teacher and children, which is planned and organized by the teacher in order to solve certain problems of development and education, taking into account the age characteristics and interests of children. When planning a developing situation,The teacher needs to coordinate the content of different sections of the program, achieve integration and interconnection of educational areas.

For example, the developing problem-game situation “What happened to the doll Masha?” is used not only for children to master the experience of showing sympathy, help and ideas about health - saving behavior, but also to solve other problems:

• enriching ideas about household items and their purpose: which cup is more convenient to give a drink to a doll, which blanket or pillow to choose, what items need to be selected for caring for the sick, etc. (educational area “Cognition”);
• mastering the techniques of comparing objects according to different criteria or grouping them: select only small cups, saucers, spoons, plates for the doll from the general set of dishes; choose, if the doll wishes, only apples of a certain size and shape, etc. (educational area “Cognition”, “First steps in mathematics”);
• reflection of the emotional attitude towards the recovering doll in the musical game “Favorite Doll” and in the modeling “Making a treat for the doll Masha” (educational areas “Music”, “Fine Arts”);
• mastering ideas about domestic animals - the situation “Vasily the cat and Pooh the kitten came to visit our Mashenka” (educational area “Cognition”);
• development of children's speech, acquaintance with new literary works and illustrations: a convalescing doll wants to hear a fairy tale or, having recovered from an illness, participates with children in speech or theatrical play (educational areas “Communication”, “Reading Fiction”).

With this approach, a single educational content, repeated in different forms, is better comprehended and mastered by children.

Effectively use of plot-thematic planningeducational process. Topics are determined based on children's interests and needs to enrich children's experience, for example, “Our kindergarten”, “Our favorite toys”, “Me and my friends”, “Pets”, “Mom, dad and I are a friendly family”, and integrate content, methods and techniques from different sections of the program. A single theme is reflected in the planned developmental situations of children's practical, playful, visual activities, in music, in the observations and communication of the teacher with children.

When working with young children in an educational institution, the teacher must remember the mandatorymotivating a child for any type of activity.

So, for example, in conditions where children are attending New Year’s events, it is appropriate to invite children to make (make) treats for guests who come to celebrate the New Year: sausages for the cat, carrots for the bunnies, pies or gingerbread for mom, dad, and grandma. Children are given the right to choose what to sculpt. Together with the children, methods for sculpting the listed products are clarified, and if the need arises, methods for sculpting the listed products are tested (researched).

After the children have successfully mastered the methods of sculpting and showed each other how they do it, the teacher also decides what and for whom he will sculpt, and does it together with the children.

The products of the activity are laid out on plates, previously decorated by children using the appliqué method and specially prepared, like festive dishes that were waiting in the wings and stood on the shelves of toy furniture. Next, the teacher and the children determine the storage location for the prepared treat (for example, a toy refrigerator), where everything is moved.

All this is necessary in order to motivate children every day for the upcoming activities.

What will be sculpted, what will be constructed, what will be decorated, and in what way, what at first, what later, the teacher determines himself, depending on the age of the children and developmental goals.

But you still need to think about decorating the room, outfits for mom, dolls and yourself, learn poems, songs, prepare invitations, send letters, “buy” groceries…. How many interesting things await children during the holidays! And how the problems of various educational areas are solved very naturally!

Conclusion

Modern approaches to organizing the educational process require a revision of traditional technologies, which are not effective in achieving the goal of social success of preschoolers at the next stage of education.

At the moment, it is necessary to focus on the following principles of working with children:

Moving away from strictly regulated school-type education;

Providing physical activity for children in various forms;

The use of diverse forms of educational organization, including various specifically children's activities;

Ensuring the relationship of direct educational activities with the everyday life of children, their independent activities (play, art, constructive, etc.);

The use of cyclicality and project-based organization of educational content;

Creation of a developmental subject environment that functionally models the content of children's activities and initiates them;

Widespread use of methods that activate children's thinking, imagination and search activities. Introduction to teaching of problematic elements, open-ended tasks with different solutions;

Wide use of gaming techniques, toys; creating situations that are emotionally significant for children;

Providing the child with the opportunity to focus on a peer partner, interact with him and learn from him (and not just from an adult);

Identification of the dialogical form of communication between an adult and children and children among themselves as the leading one in the educational process, which ensures the development of the child’s activity and initiative, and builds respect and trust in the adult;

Formation of a children's community that provides each child with a feeling of comfort and success.

Consultation for teachers of preschool educational institutions “How to properly organize educational activities?”

In connection with the release of the document “FGT to the structure of the educational program of preschool education,” many changes have occurred in the organization of educational work in preschool educational institutions.
The introduction of “Federal State Educational Standards for Preschool Education” into the work of preschool educational institutions fully confirms these changes.
One of these changes is the organization of direct educational activities. A lot of time has passed since the release of the first document (FGT), but still some teachers do not know how to correctly write notes, organize and conduct GCD. This is due to the fact that the previous model of conducting classes existed for a long time and you got used to it.
Now many teachers are trying to transform the lesson and make a new educational activity out of it. They take the lesson notes “the old fashioned way”, first include some problematic situation, productive activity and - done! But the essence has not changed!
This happens because teachers do not quite understand the essence of the joint activity of a teacher with children, they do not see how educational activity directly differs from a lesson.
To properly organize GCD, you need to have a good understanding of some issues and identify the difference between “occupation” and “GCD”...
Distinctive features of direct educational activities, primarily in –
* forms of its organization,
* in changing the position of the teacher in relation to children,
* in updating the GCD structure.
Let's go in order...
What do FGT – Federal State Educational Standards offer us? The educational block is excluded from the educational process, but it is not the learning process that is excluded, but the form of classes changes. In the joint activities of children and adults, a new form appears - directly educational activity filled with new content. If earlier there was a position - educational activities and games, then today - games and other types of children's activities. We are now invited to solve the set goals and objectives through joint activities of adults and children (GCD and routine moments) and independent activities of children. We are being asked to abandon the educational model in kindergarten, i.e. from classes. And this requires teachers to turn to new forms of working with children that would allow them, figuratively speaking, to teach preschoolers without them realizing it.
To do this, we are recommended to use: gaming techniques, frequent changes in activities, a variety of gaming tasks that allow us to create a positive emotional background, an atmosphere of ease, and achieve our goals. And this is precisely why they focus on the integration of educational areas.
If earlier in the lesson the main goal was to master knowledge, skills, abilities (KUN), now the main goal is the genuine activity (activity) of children, and the development of knowledge, skills and abilities is a side effect of this activity. The main activity is carried out through children's activities.
According to the Federal State Educational Standard, they have changed a little and you need to learn them again: (8)
- gaming,
- communicative,
- perception of fiction and folklore,
- construction from different materials,
- figurative,
- motor,
- self-service and basic household work.
The choice of activities is carried out by teachers independently, depending on the number of children, the level of mastery of the general education program of preschool education and the solution of specific educational problems.
Examples of forms of educational activities and types of classes V Appendix 1.

The next distinctive feature is the behavior style of the adult (teacher) changes : from administrative-regulatory to relaxed-trusting, partnership. It is necessary to remember the main theses of organizing partnership activities between adults and children, which N.A. Korotkova points out:
- the teacher’s involvement in activities on an equal basis with the children (not “above”, not “next to”, but “together”);
- voluntary participation of preschoolers in activities (without mental and disciplinary coercion), and in order to achieve this, it is necessary to interest children as much as possible (motivation);
- free communication and movement of children during activities (subject to the organization of the workspace);
- open time end of activity (everyone works at their own pace).
The partner position of the teacher contributes to the development of activity, independence in the child, the ability to make a decision, try to do something without fear that it will turn out wrong, causes a desire to achieve a goal, and promotes emotional comfort.

In the classroom, the main model of organizing the educational process is educational. The teacher voices the topic of the lesson and provides ready-made knowledge (“the teacher speaks - the child listens and remembers”). The main forms of work with children when organizing educational activities are examination, observation, experimentation, research, collecting, project implementation, workshop, etc. Here, the process of children learning new knowledge is more effective because it is based on the child’s personal experience and area of ​​his interests. You cannot force a child to understand anything, he needs to be interested. Therefore, the teacher’s task is to build a GCD in such a way as to retain the child’s attention, interest, and passion for learning activities as much as possible.
Now we move on to the third distinctive feature - structure. And initially you need to think about the motivation with which the educational activity itself begins. Motivation can be different: practical, playful, educational. It should contain something that will cause interest, surprise, amazement, delight in children, in a word, something after which the children will want to do “this.” Before moving on to the GCD structure, I would like to focus on this.
One of the main features of GCD is system-activity approach to her organization. Or simply the “activity approach” - the organization and management by a teacher of a child’s activities when he solves specially organized educational tasks of varying complexity and issues (L.G. Peterson). In the conditions of the activity approach, the child-person acts as an active creative principle, his self-development and self-actualization of his personality occurs. And it is from the position of technology of the activity approach that it is necessary to comply with the principles of construction, or the structure of the GCD. Here I give a simplified structure of the GCD, later we will disassemble it, split it and specify each of its parts (full analysis in Appendix 2).
Introductory part.
1. Creation of a game situation (problem situation, target setting, any motivation) that stimulates children’s activity in finding a solution. Any exercise to organize children can also be used here.
Main part.
2. Designing solutions to a problem situation. Performing actions. Children are given new knowledge necessary to solve a problematic issue based on the content of different sections of the program based on visualization, or children themselves obtain knowledge through research, search, discovery...
Final part.
3. Analysis of performance results, reflection. Summarizing.

So, let's look at each of the three parts...

Introductory part of GCD, Features of work on creating play motivation at different age stages.
Younger age: you inform the children that something happened to some game characters, ask the children if they agree to provide the required assistance, gradually offer the children your options for getting out of the current situation...
Middle group: you can bring a character because At this age, children have already mastered roles, or children take on a role and act in it. To do this, the teacher invites the children to play. Then, together with the children acting in the role, first a game task is set (we need to do something), and then an educational task (we will learn to do it).
Senior group: the main thing is not the characters, but the plots, the plot structure (there is no character himself, but there is a letter). Plots can be long (travel in a time machine). In the course of direct educational activities, small paraphernalia, established roles, and changing roles can be used.
In the preparatory group, the need to create play motivation remains, but here problem situations can already be added. A problematic situation is a planned, specially conceived means by the teacher aimed at awakening children’s interest in the topic under discussion. In other words, a problem situation is a situation in which a child wants to solve problems that are difficult for him, but he lacks data and must look for it himself. A correctly created problem situation contributes to the fact that the child: formulates the problem (task) himself, finds its solution himself, decides and self-monitors the correctness of this solution.
You can also use games with rules as motivation; children make sure the rules are followed. A competitive game is used with the goal of winning (chips are used). Give every child the opportunity to experience situations of winning and losing.
In the absence of motivation, there is no development of logic.
Rules for building motivation:
taking into account age (at older ages, cognitive interest displaces gaming motivation);
motivation should be economical (2-3 min), it should not dominate, otherwise cognitive interest is lost;
completeness of the situation, the character must manifest itself during the educational activity itself.
The main part of the GCD.
Having outlined a task for joint implementation (children choose a goal or several goals, goal setting), the adult, as an equal participant, offers all possible ways to implement it. In the process of activity itself, he gradually “sets” the developmental content (new tasks, methods of activity, etc.); offers his idea or his result for children's criticism; shows interest in the results of others; is included in the mutual assessment and interpretation of the participants’ actions; increases the child’s interest in the work of a peer, encourages meaningful communication, provokes mutual assessments, and discussion of emerging problems. Do not evaluate children's answers, accept any. During the activity, the teacher always asks the children “Why, why are you doing this?” so that the child comprehends each step. If a child does something wrong, give him the opportunity to understand for himself: “what exactly is wrong,” you can send a smarter child to help.
The final part of the GCD.
Results and reflection.
First of all, this part is characterized by an “open end”: each child works at his own pace and decides for himself whether he has finished the research or work. An adult's assessment of children's actions can only be given indirectly, as a comparison of the result with the child's goal: what he wanted to do - what happened.
Don’t ask your children: did you like it or not? You need to ask: “Why did you do all this?” to understand whether the child realized the goal... Or “Why did you need this?”, “Could this be useful to you someday?”...
Find someone to praise for something, not only for the result, but also for the activity in the process of work.

When organizing direct educational activities, the professional position of the teacher is to obviously respect any statement of the child on the content of the topic under discussion. You need to think in advance about how to discuss children’s “versions”: not in a rigidly evaluative form (right or wrong), but in an equal dialogue. Only in this case will children strive to be “heard” by adults. At the same time, throughout the entire NOD, the child finds himself in a situation in which he needs to argue, object, express a request and assessment, and engage in other types of communication, i.e. speak. This is system-activity technology.
And some more nuances in the organization of GCD.
1. The teacher must be emotional, artistic, use maximum clarity, elements of a fairy tale, surprise, and many game moments.
2. Children should not sit at tables, only when working in notebooks or with handouts. They must move in a group space (the teacher uses dynamic, relaxation breaks, finger games, logarithmics, game training, physical exercises, and round dance games connected by a common theme for this purpose).
3. And, of course, the integration of educational activities, which involves changing the types of children's activities (dramatizing a fairy tale with construction from building material, making attributes for any game with theatricalization; listening to a piece of music with reading poetry, looking at works of fine art and drawing, etc. .d.).
You know how often children’s moods and interests change... this is where the advantages of GCD lie, change, interpenetration in various areas. The advantage of integrated educational activities also lies in increasing the motivation of learning, during which a phenomenon is considered from several sides, creating cognitive interest.
By pushing pupils to think, integrated educational activities in kindergarten teach children to obtain information by thinking outside the box, to compare and generalize it, and to draw conclusions. You know very well that switching to a variety of activities helps to keep children’s attention, which increases the effectiveness of educational activities, relieves fatigue and overstrain. Children study with great interest.

And now, having identified the fundamental differences between the old-fashioned lesson and the GCD lesson, you can conclude that occupation-GCD – This is an entertaining activity that is based on one of the specific children’s activities (or several - integration), carried out together with an adult, and is aimed at children mastering one or more educational areas (integration of the content of educational areas).
ECD should ensure children's activity, business interaction and communication, children's accumulation of certain information about the world around them, search and experimentation. And although the lesson changes to another form, the learning process remains. Teachers continue to “work” with children. But he teaches children in such a way, I repeat, that they don’t guess about it. This is the main postulate of the new transformations.

Annex 1.

Forms of educational activities (Examples of forms of work)

Motor children's activities
- Outdoor games with rules
- Outdoor didactic games
- Game exercises, game situations
- Competitions, leisure activities
- Rhythmics, aerobics, children's fitness
- Sports games and exercises.
- Attractions
- Sports holidays
- Gymnastics (morning and waking up)
- Organization of swimming
Playful children's activities
- Story games, games with rules
- Creation of a game situation (based on regime moments using the works of writers)
- Games with speech accompaniment
- Finger games
- Theatrical games
Productive children's activities
- Workshop for the production of children's creativity products
- Project implementation
- Children's design
- Experimental activities
- Exhibitions, mini museums
Reading children's fiction
- Reading, discussion
- Memorization, storytelling
- Conversation
- Theatrical activities
- Independent artistic speech activity
- Quiz, KVN
- Questions and answers
- Book presentations
- Exhibitions in the book corner
- Literary holidays, leisure activities.
Cognitive and research activities
- Observation, excursion
- Solving problem situations
- Experimentation, research
- Collecting
- Simulation
- Project implementation
- Intellectual games (puzzles, quizzes, joke problems, puzzles, crosswords, charades)
- Construction
- Hobbies
Communicative children's activities
- Conversation, situational conversation
- Speech situation
- Compiling and guessing riddles
- Games and game situations (story-based, with rules, theatrical)
- Sketches and productions
- Logorhythmics
Children's labor activities
- Duty, assignments, tasks
- Self-service
- Collaboration

Appendix 2.
Full analysis of GCD.
GCD is built taking into account the activity approach, and the unified technology for constructing classes is problem dialogue.
Introductory part
1. Introduction to the game situation (or organizational moment).
2. Motivation.
Formation of ideas about upcoming activities. (The game situation should be directly related to the topic of the lesson: what the children need to be taught). The main task at this stage is to generate interest among students in the content of GCD, direct the attention of children, and reveal the educational task. Formation of the ability to listen and follow the instructions of an adult.
3. Statement of the problem.
Difficulty in a game situation. This stage allows the teacher to introduce children to the features and tasks of the upcoming activity, or the creation of a problem situation that requires resolution.
Finding a way out of a difficult situation.
Main part
4. Updating knowledge
The tasks of this stage: updating existing knowledge and ideas. Creating a situation in which there is a need to acquire new ideas and skills. Activities of the teacher: with the help of leading, problematic questions, storytelling, explanation, organization of search activities, lead children to reproduce the information necessary to successfully resolve a problem situation, or to learn something new.
5. Children’s “discovery” of new knowledge and methods of action.
At this stage, the teacher, using introductory dialogue, organizes the construction of new knowledge, which is clearly recorded by him and the children in speech.
5. Independent application of new things in practice. Or updating existing knowledge, ideas, (performing work).
The task of this stage: mastery of methods of action, application of acquired (already existing) skills and ideas. The activity of a teacher is to organize practical activities, provide the necessary assistance, and organize interaction in achieving results.
Incorporation of new knowledge into the child’s knowledge system and repetition. At this stage, the teacher offers games in which new knowledge is used in conjunction with previously learned knowledge. It is also possible to include additional tasks for training mental operations and activity abilities, as well as developmental tasks aimed at proactively preparing children for subsequent classes.
Final part
6. Summary of the lesson. Systematization of knowledge.
Summing up the results of the GCD from different points of view: the quality of assimilation of new knowledge, the quality of the work performed, generalization of the experience gained by the child. In conclusion, the teacher, together with the children, records new knowledge in oral speech and organizes an understanding of their activities in the lesson using questions: “Where were you?”, “What did you do?”, “What did you learn?”, “Who did you help?”. The teacher notes: “We were able to help because we learned..., found out...”.
7. Reflection. Formation of basic skills of self-control and self-esteem (for younger children - reflection of mood and emotional state, for older children - reflection of activities or the content of educational material).

Topic of the consultation: “Subject-based development environment as a means of cognitive and speech development of preschool children”

Topic of consultation: "Good fairy tales for kids"

Source: website "Preparing for school"

Topic of the consultation: “Introducing children to phraseological units”

Phraseologisms are stable combinations of words, figures of speech such as: “knuckle down”, “hang your nose”, “ask a headache”... A figure of speech, which is called a phraseological unit, is indivisible in meaning, that is, its meaning does not consist of the meanings of its constituent words. It only works as a single unit, a lexical unit.
Beautiful, correct speech is an undoubted advantage of both adults and children. Accurate figurative expressions, such as phraseological units, especially enrich it. Introducing a child to phraseological units improves oral speech skills, develops thinking and imagination. Studying phraseological units will help you instill in your child an interest in words and the history of their native language.
In the dictionary of phraseological units offered to you and your kids, the meaning of each of them is played out both literally and figuratively, in poetic form. This makes the learning process exciting and fun.

• EXPLAIN TO CHILDREN THE MEANINGS OF PHRASEOLOGIC UNITS:Running

  Without many words

  White crow

  Beat your head

  Lead by example

  Throwing words to the wind

  Two steps away

  In order

  As a burden

  Behave

  Pull yourself together

  Head in the clouds

  Twist the ropes

  Control yourself

  At the top of my lungs

  Talk in your ear

  Giving your word

  There's a lot to do

  Keep a tight rein

  Keep (your) word

  Dress down

  Be filled with a nightingale

  And he was like that

  Both old and young

  Have a tooth

  (Not) To your face

  Like without hands

  How the wind blew away

  Like behind a stone wall

  Nodding off

  Cats scratch at the soul (heart)

  Red as a lobster

  It's raining cats and dogs

  The bear stepped on my ear

  Goosebumps run down your spine

  Before our eyes

  Envy

  Pout like a mouse on a rump

  Don't believe your eyes

  Don't give offense

  Don't sleep a wink

  Don't consider it a labor

  Heartily

  Doors are open

  Real jam

  First thing

  Change your face

  hang your head

  Hang your nose

  Show teeth

  Throw

  Presence of mind

  Open your mouth

  Sooner or later

  Born in a shirt

  Brand new

  From the cradle

  Drive you crazy

  Do me a favor

  Sit on your head

  Look like a ram at the new gate

  Patience has run out

  Sharpen a tooth

  Follow on the heels

  Anywhere

  Tongue scratching

  
  

Topic of the consultation: “Methodology for the formation of speech etiquette in children of senior preschool age”

One of the contradictions of modern society is the urgent need for humane relations between people and the lack of kindness and culture of relations. One of the means of humanizing relationships is speech ethics, which should be mastered from early childhood. Therefore, it is so important to teach speech etiquette in preschool childhood.
Speech etiquette is not only a system of verbal units, it is formulas of good manners that provide comfort in communication, since they contribute to the establishment of friendly relationships. Speech etiquette is also an element of national culture, developed by the people over many centuries.

Source: Festival of Pedagogical Ideas "Open Lesson"

Topic of consultation: "Features of Russian folk tales"

Funny and sad, scary and funny, they are familiar to us from childhood. Our first ideas about the world, good and evil, and justice are associated with them.

Both children and adults love fairy tales. They inspire writers and poets, composers and artists. Based on fairy tales, plays and films are staged, operas and ballets are created. Fairy tales came to us from ancient times. They were told by poor wanderers, tailors, and retired soldiers.

A fairy tale is one of the main types of oral folk art. A fictional narrative of a fantastic, adventure or everyday nature.

Topic of consultation: "Winter themed walks"

Source: BABYblog

Topic of consultation: "Features of speech development in a child with bilingualism"

The speech development of a bilingual child has its own characteristics. On average, such children begin to speak later. The most commonly described situation is when one parent speaks one language and the other speaks another. It is believed that early bilingualism, if the principle of “one language, one person” is observed, should develop outwardly relatively well, which in practice does not always turn out to be true. But this situation is not symmetrical: since the mother is usually with the child more often than the father, the mother’s language will most likely dominate. If the family does not adhere to the principle of “one person, one language,” then children cannot identify the principle of using words in both languages. Some bilingual children develop a stutter (in a very small percentage of cases, usually in combination with some other developmental factors)...

Topic of consultation: "Tongue twisters for speech development"

Topic of consultation: "Expressive reading and its role in the development of preschool children"

For a teacher, expressive reading is not just a skill, it is a skill that has a significant educational impact on children. With the help of expressive reading that meets the requirements of logical and intonation correctness and emotionality, the teacher not only opens up the world of art to preschoolers, but also gives them an example of correct and figurative artistic speech. In preschool age, a child tries to imitate adults, therefore, listening to their expressive reading, he “falls in love” with literary texts - he wants to reproduce them in the same way, with the same intonations, pauses, logical and rhythmic stresses. Thus, children take an important step towards mastering literate, figurative, emotionally rich speech...

Topic of consultation: "Large explanatory dictionary of proverbs and sayings"

A unique dictionary for children, teachers and parents! More than 300 proverbs and sayings of the Russian language with detailed explanations, as well as examples from works of Russian classical and modern fiction. For better understanding, the proverbs are supplemented with memorable, funny illustrations. The proposed dictionary will become the first assistant to everyone who studies the Russian language, history and literature. The publication can be recommended as an additional textbook for school classes in the Russian language.